ASSISTIVE TECHNOLOGIES AND ACTIVE METHODS FOR THE INCLUSION OF BLIND STUDENTS IN MIDDLE SCHOOL

This study analyzes the contributions of Assistive Technologies (AT) and Active Methodologies (AM) to promoting curricular accessibility and the inclusion of blind students in the final years of elementary school. This is a qualitative bibliographic study conducted through a systematic literature review. The search was conducted in the Google Scholar, SciELO, CAPES Journal Portal, Brazilian Digital Library of Theses and Dissertations (BDTD), and the UEMA and UFMA repositories, considering publications from 2022 to 2026. After applying the inclusion and exclusion criteria, six studies were included in the analysis. The results showed that resources such as the DOSVOX software, the Soroban, educational models, the Tactile Sound Box (CaTS), tactile maps, and the Braille System, when integrated with Active Learning Methodologies, expand opportunities for learning, autonomy, participation, and equitable access to the school curriculum. It was also found that most of the research focuses on the areas of Mathematics, Natural Sciences, and Geography, revealing gaps in other subjects in Upper Elementary School. Despite the identified advances, challenges persist regarding insufficient public policies, the availability of accessible resources, and initial and continuing teacher training. It is concluded that the integration of Assistive Technologies and Active Methodologies constitutes a fundamental strategy for strengthening inclusive teaching practices and ensuring the right to education for students with visual impairments.